Helpful Hints for Arranging Your Preschool Classroom

Helpful hints for arranging your preschool classroom

Table of contents

Introduction...... 1

Helpful hints for arranging your preschool classroom

Overall classroom design...... 1

Special considerations for activity areas...... 3

Block area checklist...... 4

Suggested material...... 4

Suggested design features...... 6

Considerations for effectiveness...... 6

House/dramatic play area checklist...... 7

Suggested material...... 7

Suggested design features...... 10

Considerations for effectiveness...... 10

Manipulatives/toy table area checklist...... 11

Suggested material...... 11

Suggested design features...... 12

Considerations for effectiveness...... 12

Art area checklist...... 13

Suggested material...... 13

Suggested design features...... 17

Considerations for effectiveness...... 17

Library corner checklist...... 18

Suggested material...... 18

Suggested design features...... 20

Considerations for effectiveness...... 20

Sand and water area checklist...... 21

Suggested material...... 21

Suggested design features...... 23

Considerations for effectiveness...... 23

Outdoor area checklist...... 24

Suggested material...... 24

Suggested design features...... 26

Considerations for effectiveness...... 26

Additional activity centers

Science/nature area or discovery area checklist...... 27

Suggested materials...... 27

Suggested design features...... 27

Computer area checklist...... 28

Suggested materials...... 28

Suggested design features...... 29

Checklist for selecting developmentally appropriate software...... 30

Indoor construction area (see outdoor area for list of materials)
Environmental adaptations checklist...... 31

References...... 32

Environment Handout 21

Introduction

The information in this handout is a summary of suggestions provided in excellent resources
on designing quality early childhood environments. These include Diane Dodge, Laura Colker and Cate Heroman’s “The Creative Curriculum for Preschool 4th Edition” and Rebecca Isbell’s “The Complete Learning Center Book.” Some of the information, such as the materials checklist, has been taken directly from “The Creative Curriculum,” while other information has been slightly adapted.

Helpful hints for arranging your preschool classroom

Overall classroom design

Create a place for arrival.

• Provide an entry area near the door with cubbies for storing each child’s belongings and pegs or hooks for hanging backpacks, coats and hats.
• Clearly label each child’s cubby. A child’s photograph paired with his or her printed first name makes a good label.
• Provide a space in the entry area to post children’s work.
• Provide a parent bulletin board in the entry area for posting lesson plans, information about special classroom activities, parent events or articles of interest to parents.

Organize the room.

• Divide the room into smaller activity centers separated by low shelves, pegboard dividers
  and folding dividers. Dividers can be used as part of the center. For example, a divider painted to look like a house with windows cut out of it can divide the house area from another area. Shelves also serve as dividers and provide open accessible storage space
  for the materials in a center.
• At a minimum, provide the following activity centers:
• Block area.
• House/dramatic play area.
• Manipulatives/toy table area.
• Library or quiet corner.
• Computer area.
• Art area.
• Sand and water area.
• If space allows, additional areas may be provided, such as a science and nature area and construction area. If space is limited, provide these extra centers on a rotating basis. A loft also provides a way to maximize the space in a room. For example,
  the house area can be under the loft and the top of the loft can be used as a gathering place for story time.

• Use additional boundaries, such as colored duct tape on the floor or a change in the flooring from carpet to tile, to help define the edges of separate smaller activity areas.
• As a rule of thumb, provide enough space in each activity area for at least three to four children to work at one time. Typically, the block and house areas require more space
  to provide enough room for constructive play.
• Connect the classroom activity areas with a clear network of paths so children can easily move from one area to another without disrupting other children’s activities.
• Double check to ensure that teachers have an unobstructed view of all areas from any point
  in the room.
• Arrange the centers so compatible centers are near each other. For example, noisy areas
  like the house and block areas can be adjacent to each other while quieter areas like manipulatives and the library can be located near each other. Also think of requirements
  such as water, a sink or electrical outlets that are needed for certain centers.
• Create a variety of inviting spaces for large and small groups of children to interact.
• Label each activity area with an appropriate sign or symbol. For example, a picture
  of children stacking blocks with the words “Block Area” printed on it or a hanging mobile with blocks.
• Use various methods to identify how many children can play at one time in each activity area. For example, four to six footprints can be attached to the floor around the sand table
  to indicate the number of children who can play there, or the children draw people on a sign to indicate “how many” children can play in the art area. Please note that if you have a large room with plenty of space in each center, it may not be necessary to limit the number of children in each center.
• Match surfaces in the room with activities. For example, locate the art area on tile
  or linoleum and the block area on a sound-absorbing surface, such as carpet.
• Provide a quiet space where one or two children can play, such as a crawl-in barrel
  or decorated appliance box.

Carefully plan and organize storage space

• Provide adequate closed storage space for materials which need to be stored, such as extra paper, tempera paint and children’s snacks.
• Store materials which are used together, such as extra art materials or prop boxes, in the same place.
• Label storage clearly and keep an inventory sheet posted for easy reference.
• Store materials accessible to children throughout the room.

(Adapted from Dodge, Colker,and Heroman, 2002; Isbell, 1995).

Environment Handout 21

Special considerations for activity areas

Block area

• Enclose the block area on at least three sides. Locating the block area in the corner of a room provides two walls as dividers and a shelf or furniture can provide the third side. Tape can also be used to designate a boundary.
• Set up the block area in a noisy part of the classroom, such as next to the house/dramatic play area. Use carpet to reduce the noise level in this area.
• Make the block corner large enough for several children to spread out their blocks or keep their structures erected for a period of time.

House corner

• Enclose the house corner on three sides. Locating the house corner in a corner of the room provides two walls as dividers. A third side can be created by using the back of a shelf from
  an adjoining area or arranging the house area furniture to create an enclosed area.
• Divide the house corner into smaller, manageable play areas such as a kitchen, living room
  and bedroom. A loft or split-level can be used to divide the area.

Manipulatives/toy table area

• Enclose the table area on three sides. Using an L-shaped shelf can create boundaries.
• Store the manipulatives on shelves near the tables so they are accessible.
• If space permits, provide a small table and chairs and also ensure that there is unobstructed floor space where children can play with toys on the floor with a work mat or tray if they prefer.
• Set up the manipulatives table area next to another quiet area such as the library or art area.

Art area

• Provide enough space in the art area for children to work comfortably at easels, at a table,
  on the floor, etc.
• Locate the art area near a source of water if possible. Tubs of water can be brought to the area
  to wash hands and brushes if necessary.
• Make sure the art area is out of the line of traffic and provides a space for “drying” artwork nearby.

Environment Handout 21

Block area checklist

Suggested materials / Classroom materials
Blocks /

Number

on hand / Additional number needed

• Large hollow blocks.

• Hardwood unit blocks in a wide range of sizes and shapes.

• Small, one-inch colored cubes.

• “Put-together” blocks, such as Lincoln Logs or Lego’s.

• Blocks of various materials, such as plastic or cardboard.

Props and accessories to stimulate dramatic play
People:

• Family sets.

• Community workers.

• Ethnic groups.

• Men and women in a variety of roles.

• People with disabilities in a variety of roles.

Animals:

• Farm.

• Zoo.

Transportation:

• Small cars.

• Buses.

• Trucks and dump trucks.

• Airplanes and helicopters.

• Trains and train tracks.

• Boats.

• Fire engines.

• Spaceships.

• Other vehicles, such as tractors, 18-wheelers or rescue vehicles.

• Large car or truck, if space is available.

Additional props:

• Dollhouse with furniture and dolls.

• Traffics signs.

• Gas pumps.

• Trees (e.g., from a Lego set).

• Hats (e.g., construction hardhats, police, etc.).

• Toy carpentry tools.

• Play money.

Block area checklist (cont’d)

Suggested materials /

Classroom materials

Additional props / Number
on hand / Additional number needed

• Magazine or downloaded pictures of buildings, roads
  and bridges.

• Popsicle sticks or tongue depressors. With plasticine,
  these can be used to make signs or trees.

• Pulleys and string.

• Shells and pebbles.

• Small containers.

• Paper, crayons and scissors.

• Tiles, linoleum or carpet squares.

Equipment

• Storage shelves.

• Clear bins for storing smaller items.

(Adapted from Dodge, et al., 2002).

Block area checklist (cont’d)

Suggested design features /

Classroom features

Yes / No

• Floor covered with indoor-outdoor type carpet.

• Bright tape boundary to mark off a large area for block construction.

• Blocks neatly grouped by size and shape. For example, store large blocks on bottom shelves and have a space for each shape and type
  of accessory.

• Labels (e.g., traced contact paper outline of blocks) are cut out and placed on shelves. For flat blocks, the label is in the left-hand corner
  of the shelf while the label for standing blocks is in the back of the shelf.

• Props are grouped together on an accessible shelf. Small props, such
  as people, are stored in containers.

• Labels are provided for props. For example, a traced outline or large photos of the object are taped on the shelf and on the storage bin.

Consider the area’s effectiveness

• How often do children choose this center?

• Do the same children habitually select this interest area?

• Are both girls and boys using this center? If only boys, are there interesting props included for girls?

• Which blocks and props are not being used and why?

• Which blocks and props do children select and how do they use them?

• Are children playing cooperatively?

• Are children able to independently put away the blocks and props?

(Adapted from Dodge, et al., 2002; Isbell, 1995).

House/dramatic play area checklist

Suggested materials / Classroom materials
Child-sized furniture / Number
on hand / Additional number needed

• Sink.

• Stove.

• Refrigerator.

• Table and chairs.

• Dresser.

• Doll bed.

• Doll highchair.

• Doll stroller.

• Rocking chair.

• Full-length, non-breakable mirror.

• Ironing board and iron.

Kitchen equipment

• Pots and pans in various sizes.

• Eating utensils.

• Cooking utensils, including serving spoons, ladles,
  sifters, colanders, etc.

• Dish towels.

• Dishes, including plates, cups, saucers and bowls.

• Tea kettle or coffee pot.

• Cleanup materials, such as a broom, mop, dust pan and sponges.

Basic props

• Male and female ethnic dolls.

• Male and female dolls with disabilities.

• Clock.

• Telephone and phone books.

• Blankets for dolls.

• Empty food containers and boxes.

• Plastic food magazines.

• Shopping lists.

• Baskets, totes and containers.

• Small pad of paper.

• Pens and pencils.

Dress-up clothes

• Jackets, skirts, dresses and shirts for both boys and girls.

• Shoes and boots.

• Ties and scarves.

House/dramatic play area checklist (cont’d)

Suggested materials /

Classroom materials

Dress-up clothes (continued) / Number
on hand / Additional number needed

• Costume jewelry.

• Hats and wigs (unless prohibited by local licensing requirements).

• Suitcases, pocketbooks, briefcases, wallets and keys.

Equipment

• Pegboard to hang cooking utensils, pans and dress-up clothes.

• Storage space for materials.

Dramatic play

• An assortment of prop boxes is also available to enrich units and lesson plans in the house corner.

Supermarket

• Table or crates to create sections of the supermarket.

• Shopping baskets. These can be made from cartons with
  a string for pulling or a dowel for pushing.

• Signs for different sections, including meat, dairy, fruits and vegetables. Signs should be in two languages in bilingual centers.

• Plastic fruits and vegetables.

• Empty containers of food.

• Cash registers, which can be made from cardboard boxes.

• Paper or plastic money.

• Paper bags for groceries.

Shoe store

• Chairs to sit on.

• Shoes (e.g., men’s, women’s, boys’ and girls’ shoe boxes).

• A shoe-shine kit with clear polish and rags.

• A box with a shoe-shaped wedge cut out of wood.

• A ruler to measure feet.

• A cash register with money.

Barber shop/hairdresser

• Combs and brushes (unless prohibited by local licensing requirement).

• Empty shampoo bottles with labels still on.

• Curlers and pins.

• Sheets cut into smocks.

House/dramatic play area checklist (cont’d)

Suggested materials / Classroom materials
Barber shop/hairdresser (continued) / Number on hand / Additional number needed

• Hand and table mirrors.

• Hat-style hair dryer without the electrical cord.

• Hand-held dryer without the electrical cord.

• Towels.

• Basins.

Garage/repair shop

• Cars made from cardboard or wooden crates with features such as a real license plate, steering wheel, knobs and dials.

• A gas pump made from a box with a hose attached.

• A shoe box, four empty juice cans and a wooden stick made into a car engine. Create holes in the carton that are large enough for each juice can and the stick to jut through. The cans move up and down like pistons in an engine while the stick is used for checking the oil.

• Traffic signs designed from cardboard and wooden dowels.

Office

• Pads of paper.

• Stapler.

• Paper clips.

• Old typewriter.

• Old adding machine or calculator.

• Telephone.

• Pencils, pens and markers.

• Stamp pad and stamps.

• Briefcase.

Laundry

• A large cardboard carton made into a washing machine
  with a door cut out in front for loading the clothes and drawn dials or knobs that really turn are put on the carton.

• A clothes dryer made from another carton.

• A table for folding clothes, possibly in the house corner.

• Chairs for patrons to sit on while the laundry is in the machines.

• Accessories, including:

• Clothes to wash.

• Laundry baskets.

• Empty detergent boxes and scoops.

• A clothesline and clothespins.

• Magazines to read while waiting.

(Adapted from Dodge, et al., 2002).

House/dramatic play area checklist (cont’d)

Classroom features
Suggested design features / Yes / No

• House area is designed to be like a “home” with materials typically found in a home, such as plants or flowers, photos of family members, curtains on windows and carpet, provided.

• House area is decorated to represent the cultural and ethnic backgrounds of the children.

• Props which are non-sexist, such as clothing worn by both sexes,
  are provided.

• Props in the house corner are arranged in a logical and orderly way. For example, hooks are provided for hanging bags and hats, a shoe bag or rack is used to store shoes, a small coat rack is used for hanging clothes and bags and three-tiered wire baskets are used to store plastic food.

• Proper storage areas are labeled with traced outlines or photos of the props taped on shelves or above hooks where the items are stored. Outline shapes of objects, such as pots and pans, can be placed in order from smallest to largest above hooks to expose children to sequencing objects by size.

• Prop boxes are available to convert the house area into other settings, such as the grocery store, office or hairdresser.

Consider the area’s effectiveness

• Is this center used frequently?

• Do the same children habitually select this center?

• Are both girls and boys using this center? If only girls, are there interesting props included for boys?

• Who rarely or never wants to play in this center and how can they
  be enticed to the center?

• Are children imitating TV characters or recreating their own experiences?

• Which props are most frequently used? Never used? Do they need
  to be changed?

• How are the props used?

• Are children able to clean up independently?

(Adapted from Dodge, et al., 2002; Isbell, 1995).

Manipulatives/table toy checklist

Suggested materials / Classroom materials
Assortment of puzzles / Number on hand / Additional number needed

• Corresponding to units, such as farm animals or nursery rhymes, and depicting people with disabilities and from various ethnic backgrounds representing non-sexist roles.

• Knobbed beginner puzzles, where each piece fits
  in a separate space.

• Interlocking puzzles with a varying number of pieces.

• Rubber inset puzzles.

• Giant floor puzzles.

Lacing materials

• Beads and yarn for stringing one-inch and half-inch beads.

• Sewing cards with yarn.

Games

• Lotto games.

• Preschool-level board games, such as memory and matching games like Teddy Bear Bingo.

• Dominoes with either pictures or numbers.

Materials to promote an awareness of basic concepts, such
as colors, shapes and sizes

• Attribute blocks.

• Colored one-inch cubes.

• Cuisenaire rods.

• Parquetry or pattern blocks.

• Nesting blocks.

• Objects for sorting, such as counting bears, buttons, bottle caps or seashells.

Manipulatives/interlocking toys

• Pegs and pegboards with different-sized pegs and wooden or rubber boards.

• Put-together/take-apart toys, such as Bristle blocks or Mr. Potato Head.

Equipment

• Table with chairs.

• Storage shelves.

• Clear containers for storing materials.

• Puzzle rack(s).

Manipulatives/table toy checklist (cont’d)

Classroom features
Suggested design features / Yes / No

• Toys are placed at children’s eye level on shelves.

• Toys are grouped by type: puzzles in one area, games in another, etc.

• Clear bins or plastic tubs are used for toys with multiple pieces.

• Extra toys are stored outside the area and rotated on a regular basis into the area.

• Labels with photos or pictures of the objects are taped on shelves
  and on the storage bins.

Consider the area’s effectiveness

• How often do children choose this center?

• Is it interesting and appealing to all the children, or are the same children using it every day?

• Are all the materials being used? Which ones should be put away
  or put on a table to stimulate interest?

• Are toys varied enough to maintain the children’s interest?

• Are the available materials flexible?

• Are the children using the toys in a variety of ways?

• Are the toys providing opportunities for children to play both individually and cooperatively?

(Adapted from Dodge, et al., 2002; Isbell, 1995)